Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more ➡
Download
Standard view
Full view
of .
Add note
Save to My Library
Sync to mobile
Look up keyword
Like this
3Activity
×
0 of .
Results for:
No results containing your search query
P. 1
Transforming Schools

Transforming Schools

Ratings: (0)|Views: 1,691|Likes:
Published by Benjamin Stewart
This paper looks at how transforming schools to a learning community involves all stakeholders. Administrators must establish good school-community relations in order to establish a learning community between systems. Additionally, administrators also must collaborate with teachers in establishing a vision and collective commitments that state the action-oriented responsibilities of the group that end up driving the transformation process overall. It was determined that common learning community principals apply to all stakeholders, regardless of their level of involvement within the network: a) everyone has a voice; b) decisions for the group are reached by consensus; and c) individual stakeholder goals are respected as well as the goals and objectives of the group.
This paper looks at how transforming schools to a learning community involves all stakeholders. Administrators must establish good school-community relations in order to establish a learning community between systems. Additionally, administrators also must collaborate with teachers in establishing a vision and collective commitments that state the action-oriented responsibilities of the group that end up driving the transformation process overall. It was determined that common learning community principals apply to all stakeholders, regardless of their level of involvement within the network: a) everyone has a voice; b) decisions for the group are reached by consensus; and c) individual stakeholder goals are respected as well as the goals and objectives of the group.

More info:

Published by: Benjamin Stewart on Oct 12, 2008
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See More
See less

06/20/2010

pdf

text

original

 
Running head: TRANSFORMING SCHOOLS INTO LEARNING COMMUNITIESTransforming schools into learning communitiesBenjamin StewartOctober 12, 2008
 
Transforming Schools 2AbstractThis paper looks at how transforming schools to a learning community involves all stakeholders.Administrators must establish good school-community relations in order to establish a learningcommunity between systems. Additionally, administrators also must collaborate with teachers inestablishing a vision and collective commitments that state the action-oriented responsibilities of the group that end up driving the transformation process overall. It was determined that commonlearning community principals apply to all stakeholders, regardless of their level of involvementwithin the network: a) everyone has a voice; b) decisions for the group are reached by consensus;and c) individual stakeholder goals are respected as well as the goals and objectives of the group.
 
Transforming Schools 3Transforming schools into learning communitiesTransforming schools into learning communities requires a shift from an individualisticto a collectivist perspective. Establishing desired results means attending to the goals andobjectives of both the participants
and the community as a whole. Changing from the “I” to the“We”
involves designing, implementing, and managing a shared vision throughout thecommunity in such a way that empowers teachers to share and reflect on best practices, thusdriving to increase student achievement. Specifically, teachers, students, and administrators eachhave a particular role in how they interact in the learning community. To the degree that schoolscan transform into a learning community depends on the level of involvement of all stakeholders.AdministratorsAdministrators have a key role in the transformation process due to their directcommunication they have with all stakeholders (e.g., community, school board, teachers,students, and parents). The superintendent, for example, creates a bond between the school andcommunity through a variety of forms of communication: mass, direct, small group, and person-to-person. In order to promote beneficial school attributes to the public
 – 
like a professionallearning community
 – 
Bagin, Gallagher, and Moore recommend a more direct form of 
communication that includes “case statements, letters, direct mail, prospectuses” etc. (
2008, p.79). School-community relations inform taxpayers on how their tax dollars are being spent.Policy committees that involve administrators, teachers, and civil leaders bridge school andcommunity by having both groups work towards a common goal. The way in which a policycommittee interacts is similar to how a learning community interacts: collaborative, collegial,compromising, empowering, etc.

Activity (3)

You've already reviewed this. Edit your review.
1 thousand reads
1 hundred reads
patreeya liked this

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->